► This naturalistic inquiry case study examined the experiences of five college men participating in a two-week, summer study abroad course administered by a Midwestern, public…
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▼ This naturalistic inquiry case study examined the experiences of five college men participating in a two-week, summer study abroad course administered by a Midwestern, public land-grant university. The short-term program model is popular with students and universities in the United States as an affordable and convenient way to increase the number of students participating in education abroad. However, there is limited research examining the phenomenon, especially qualitative research on men’s participation. My study is the only known naturalistic inquiry qualitative case study to include participant observation in situ focused specifically on U.S. college men’s short-term program experiences. I use the term imagineer to convey the process of imagining a future participation in study abroad then carrying those imaginings into the construction of the experience.My study design used participant observations, including travel with the men abroad, and interviews before, during and after the trip as well as photographs, drawings and participant interactions with those artifacts. My experience as director of a study abroad office and my travel background as a participant on multiple study abroad programs augmented my findings. The participants in my study were traditional-aged, emerging adults actively constructing identities and focused on self, happiness, instant gratification and consumption (Arnett, 2000; Nelson, 2003). They relied on multiple imaginaries (Härkönen & Dervin, 2015, 2016) to imagineer their study abroad experiences. Doing gender (West & Zimmerman, 1987) emerged as salient as the men constructed gender roles and sought social capital (Bourdieu & Passeron, 1977) through masculine performances abroad. As participants in a course compressed into two weeks, the men experienced time as limited and responded accordingly by intensifying the pace of their actions and engaging in riskier behaviors, like the consumption of alcohol, designed to meet lightly crafted expectations for having fun and making friends. Through ongoing analysis, I arrived at four primary themes with multiple subthemes related to my research questions. As a part of my analysis, I explored the men’s interpersonal relationships, their responses to perceptions of time, their anticipation of fun adventure and their gendered behaviors and vulnerability as they imagineered their experiences in the study abroad space. My findings enhance the depth of understanding of the short-term study abroad phenomenon, contribute new perspectives on men’s participation and inform implications for research and practice in the field of education abroad.
Advisors/Committee Members: Wanger, Stephen (advisor), Bailey, Lucy (committee member), Kearney, Kerri (committee member), Weiser, Mark (committee member).

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson JJ. Hanging up and Hanging Out: A Qualitative Case Study of College Men Imagineering a Short-term Study Abroad Engineering Course in Spain. [Thesis]. Oklahoma State University; 2017. Available from: http://hdl.handle.net/11244/300074

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Science, technology, engineering, and mathematics (STEM) fields are growing and have lucrative job opportunities for college graduates. However, the number of students in STEM majors…
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▼ Science, technology, engineering, and mathematics (STEM) fields are growing and have lucrative job opportunities for college graduates. However, the number of students in STEM majors and the number of those who persist in those majors is declining; there is also a growing gender gap in STEM graduates. This study investigated three perceived classroom experiences in STEM courses and the nature of differences in these experiences by student gender, instructor gender, and by those who persisted or did not persist in STEM majors. A factorial MANOVA was the statistical method by which the differences were explored. The statistical analysis revealed non-significant mean differences in three-way interaction, all two-way interactions, and all main effects. There were not gendered differences in students' perceptions of the opportunities for hands-on learning, the instructor cares about students' success, and the instructor encourages students' contributions. Further research is proposed to continue examination of this topic with a larger data set that is consistent with the literature regarding the population of STEM students and the number of STEM persisters, and the male-gendered nature of STEM fields.
Advisors/Committee Members: Foubert, John (advisor), Kearney, Kerri (committee member), Cho, Yoonjung (committee member), Wanger, Stephen (committee member).

► A significant body of literature in political science and economics demonstrates that a variety of competing interests impact state spending for higher education. With a…
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▼ A significant body of literature in political science and economics demonstrates that a variety of competing interests impact state spending for higher education. With a changing political landscape and declining university operating budgets funded by state governments, the future of public spending for higher education is uncertain. This dissertation examines state legislator perceptions of state spending for higher education in Oklahoma. In this dissertation, I attempted to explore how legislators perceive state spending for higher education and determine the process by which participants seek to understand higher education's level of financial need in Oklahoma. This qualitative study aimed to explore these perceptions through legislative session observations, committee documents, and participant interviews of legislative members and legislative assistants. The study found that Oklahoma has a higher education governance system with high autonomy, the OklahomaState Regents for Higher Education (OSRHE). The OSRHE receives money for all public higher education institutions in a lump sum appropriation. The lump sum is one component of a large omnibus budget bill that legislators vote on for all state agencies. Because of higher education's autonomy and the methodical appropriations process, there is little need for most legislators to have an intimate understanding of how public institutions operate financially. The findings suggest that higher education's autonomy and the appropriations process impact how legislators understand and perceive higher education operations and spending habits. The perception of spending habits may have long-term implications on higher education appropriations in Oklahoma.
Advisors/Committee Members: Wanger, Stephen (advisor), Kearney, Kerri (committee member), Moore, Tami (committee member), Ringsmuth, Eve (committee member).

Woolard, N. A. (2014). State Spending for Higher Education in Oklahoma: Perceptions from Members of the Oklahoma State Legislature. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/15201

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Woolard, Nathan Andrew. “State Spending for Higher Education in Oklahoma: Perceptions from Members of the Oklahoma State Legislature.” 2014. Thesis, Oklahoma State University. Accessed September 15, 2019.
http://hdl.handle.net/11244/15201.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Woolard, Nathan Andrew. “State Spending for Higher Education in Oklahoma: Perceptions from Members of the Oklahoma State Legislature.” 2014. Web. 15 Sep 2019.

Vancouver:

Woolard NA. State Spending for Higher Education in Oklahoma: Perceptions from Members of the Oklahoma State Legislature. [Internet] [Thesis]. Oklahoma State University; 2014. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11244/15201.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woolard NA. State Spending for Higher Education in Oklahoma: Perceptions from Members of the Oklahoma State Legislature. [Thesis]. Oklahoma State University; 2014. Available from: http://hdl.handle.net/11244/15201

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

4.
Mariott, David Wayne.
State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise.

► Contemporary models of college choice incorporate contextual factors beyond the individual that shapes college-going attitudes and opportunities for students. One important context at the policy…
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▼ Contemporary models of college choice incorporate contextual factors beyond the individual that shapes college-going attitudes and opportunities for students. One important context at the policy level is the rise of state merit aid programs that constitutes a significant shift in public policy related to college choice. Despite the popularity of these programs, disparities with respect to college access and opportunity continue to exist along racial and socioeconomic lines at the national level and in states such as Oklahoma. The purpose of this study was to determine whether high school factors affected participation rates in Oklahoma�s Promise, a state hybrid-aid program that incorporates both merit and need-based eligibility criteria. The research design utilized school-level data from public high schools in the state of Oklahoma from 2004 to 2013. Participation rates were measured as percentages by high school and examined program participation, program completion, and postsecondary choice outcomes. High school factors included the racial, socioeconomic, and academic attributes of the student population for each school and other control variables related to parental engagement, high school staff resources, and college-going rates. Fractional response models evaluated the data with a fixed effects panel approach and also models for individual years. The demographic characteristics of the student population produced mixed results while college-related factors such as the average ACT score and college-going rates were positively associated with higher participation rates. High school resources, measured as the ratio of high school staff to students, were negatively associated with participation rates. The findings suggest that attributes at the high school level can mediate participation rates in Oklahoma�s Promise and that policymakers and practitioners should consider how factors at public high schools can affect college choice and related public policy programs.
Advisors/Committee Members: Wanger, Stephen (advisor), Fry, Pamela (committee member), Mendez, Jesse (committee member), Mwavita, Mwarumba (committee member).

Mariott, D. W. (2016). State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/48843

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mariott, David Wayne. “State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise.” 2016. Thesis, Oklahoma State University. Accessed September 15, 2019.
http://hdl.handle.net/11244/48843.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mariott, David Wayne. “State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise.” 2016. Web. 15 Sep 2019.

Vancouver:

Mariott DW. State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise. [Internet] [Thesis]. Oklahoma State University; 2016. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11244/48843.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mariott DW. State Financial Aid Policy and College Choice: The Effects of Public High School Characteristics on Participation Rates in Oklahoma's Promise. [Thesis]. Oklahoma State University; 2016. Available from: http://hdl.handle.net/11244/48843

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

5.
Intharaksa, Usa.
Using Diffusion of Innovation Theory to Explain the Degree of Faculty Adoption of Web-based Instruction in a Thai University.

► Using the framework of Rogers's (1995) Diffusion of Innovation Theory, the purpose of the study is to examine the use of web-based instruction and faculty…
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▼ Using the framework of Rogers's (1995) Diffusion of Innovation Theory, the purpose of the study is to examine the use of web-based instruction and faculty perceptions of web-based instruction in a Thai university. In this study, interviews with seven participants were used as the primary method to collect data. Meanwhile, other sources of data including documents, web pages on Course Management System (CMS) observations, and face-to-face classroom observations were used.Findings and Conclusions: The findings of this study revealed that at TSU, a blended learning approach was used in web-based instruction. Seven participants held an optimistic view towards the practice of web-based learning as a supplementary tool to enhance a traditional mode of teaching and learning. Web-based instruction benefited faculty members, students, and the university. The results of the study showed that four attributes of innovation – relative advantage, compatibility, trialability, and observability – accelerated the rate of web-based instruction use. Another attribute, complexity, is negatively related to the rate of adoption in that if technology is difficult to understand and use, it will be refused. However, from the findings, the Course Management System (CMS), which was used for web-based instruction, was not complex to use. Thus, faculty members did adopt CMS as a part of teaching and learning. These five basic characteristics of innovation were interwoven throughout the teaching and learning process. The participants were concerned about the workload and time demand for non-adopters, infrastructure, and students' access and familiarity with computers and web-based instruction. Moreover, they suggested that ongoing workshop training, support staff, and a Technology Unit were also needed.
Advisors/Committee Members: Harris, Edward (advisor), Dugger, Cecil (committee member), Wanger, Stephen (committee member), Kelsey, Kathleen (committee member).

Intharaksa, U. (2009). Using Diffusion of Innovation Theory to Explain the Degree of Faculty Adoption of Web-based Instruction in a Thai University. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7225

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Intharaksa U. Using Diffusion of Innovation Theory to Explain the Degree of Faculty Adoption of Web-based Instruction in a Thai University. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7225

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities…
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▼ Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities in the regular education setting alongside their non-disable peers. This quantitative study examined factors influencing Belize District Primary School teachers' attitudes toward inclusive education. The study also sought to determine the effect of specific variables on the attitudes of teachers in the Belize District. The study measured 661 registered Belize District primary school teachers' attitudes toward inclusive education using a 38 item attitudinal survey. The study found that Belize District primary school teachers have varying attitudes toward inclusion. The more serious the disability, particularly those such as Duchene Muscular Dystrophy, Spinal Bifida, Musculoskeletal Conditions, Serious Emotional among other disabilities, the more negative the attitudes toward inclusive education. The findings suggest there are no differences in Belize District teachers' attitudes toward inclusive education as related to experience of contact, gender, ethnicity, age and educational qualification. The study also found no differences between teachers' attitudes and school demographics, namely school location, school management and school size. However, there were differences in teachers' attitudes toward inclusion and student with disabilities population (SWD population). Belize District primary school teachers are ardent toward students with disabilities; however, the challenges persist as students with disabilities continue to face marginalization in general education and until there is a mandated attitude change, students with disabilities will continue to be absent from 21st Century education and beyond in Belize.
Advisors/Committee Members: Krumm, Bernita (advisor), Harris, Ed (committee member), Wanger, Stephen (committee member), Mwavita, Mwarumba (committee member).

► The study explored the teaching strategies used in different size classes as well as the rationale of the instructors for the choices of those strategies.…
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▼ The study explored the teaching strategies used in different size classes as well as the rationale of the instructors for the choices of those strategies. In the reconstruction of the Foundation English course into the Fundamental English course, major changes occurred in the management and content of the course which the students are required to complete to graduate. Before the change, students attended two one-hour lectures and one-hour listen lab per week in classes of 40 to 50 students. After, the change, the students attended a two-hour large lecture (150-200 students) and a one-hour writing lesson (30-40 students) per week. Data were gathered over Academic Year 2008 through 24 classroom observations and 28 interviews of the instructors and students. Findings and Conclusions: Data revealed the differences in the strategies and techniques between large and small classes. In the large classes, the instructors lectured using different questioning strategies and techniques in delivery. In the small classes, the instructors permitted the students to work in groups as suggested in the lesson plans with different strategies in asking questions. Frequency of interaction was less in large classes than in small classes. During the semester, some changes occurred as the instructors modified the way they taught. The instructors used different questioning strategies in teaching and getting responses from the students. Complementing the in-classroom strategies was the Learning Management System, a tool that provided additional learning sources for the students.
Advisors/Committee Members: Stern, Kenneth (advisor), Harris, Ed (committee member), Wanger, Stephen (committee member), Yellin, David (committee member).

▼ This case study examined the usefulness of the One-Minute Paper, a classroom assessment strategy, for promoting student learning. Also, the study attempted to determine students' and instructors' perceptions of the effectiveness of the OMP in facilitating teacher assessments of student progress and developing effective instructional modifications. The primary questions were: 1) How does the OMP promote student learning? 2) What are the effects of using the OMPs on students and instructors? and, 3) What are students' andinstructors' perceptions of the usefulness of the OMP? The Methodology involved qualitative data collection from documents, classroom observations, and interviews. Five instructors and 240 students participated in the study. Interviews involved 17 participants: five instructors and 12 students. This study showed that the OMP could help improve student learning. The instructors and students perceived the OMP helped promote student learning as well as develop instructional modification. Metacognitive theory provided a framework to explain if the theory helped to reveal something aboutthe relationship between the OMP and student learning improvement and in developing strategies for instructors to adapt their classroom behaviors or instruction. Among key findings, students and instructors reported that the OMP helped improve students' learning. And, instructors improved their teachingpractices through the use of the OMP. Several themes emerged: student learning improved, instructors added or changed instructional activities, and student and instructor comfort level with the OMP increased during the semester. These themes were examined through the lens of metacognitive theory. And, recommendations for reform and further research were presented.
Advisors/Committee Members: Stern, Kenneth (advisor), Wanger, Stephen (committee member), Yellin, David (committee member), Dugger, Cecil (committee member).

► As technology increases both inside and outside of the classroom, students of all ages are turning to entertainment as a viable way of learning various…
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▼ As technology increases both inside and outside of the classroom, students of all ages are turning to entertainment as a viable way of learning various concepts. Educational entertainment, or edutainment, is a growing field that spans from early childhood to higher education. Prospective college students use edutainment as part of their socialization into college, yet little is known as to the extent that it plays a role into their anticipatory socialization before entering college. This study uses Q methodology to better understand how students conceptualize out-of-class college engagement through edutainment. A group of 14 high school students were asked to read a college-themed mystery novel and then instructed to rank a series of statements relating to college engagement and reference groups relating to the novel's story. Enjoyment of the story was a major factor in the development, retention, and internalization of college engagement strategies for the students. Competing reference groups were also a factor. Students who had family that attended college prioritized their college experiences over the ones they read in the book. Students who had relatives that attended college but did not engage in out-of-class activities appeared to be just as uninformed about college engagement as their "first generation" peers, and less willing to value college engagement activities when presented to them. Recommendations to educators include an intentional focus of both the "educational" and "entertainment" aspects of programs they provide and collecting regular feedback from students to assess the relevance of their programs.
Advisors/Committee Members: Foubert, John (advisor), Wanger, Stephen P. (committee member), Cole, Ki (committee member), Winterowd, Carrie (committee member).

► Preparing healthcare providers for the realities of entry-level professional practice is critical. To this end, the traditional medical education model for a variety of disciplines…
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▼ Preparing healthcare providers for the realities of entry-level professional practice is critical. To this end, the traditional medical education model for a variety of disciplines mandates a period of supervised student clinical experience with a practitioner, or preceptor. Often graduates are not fully prepared to begin independent professional practice and there are indications that insufficient clinical education is partially to blame. The interpersonal dynamics of a clinical dyad are a critical component of clinical experience and can be influenced by dyad sex composition. The purpose of this study was to examine the effect of biological sex, and dyad sex congruence, on athletic training students' actual experience with effective clinical educator behaviors, expectations of ideal preceptors, and differences between the two. The Survey of Effective Clinical Educator Behaviors (SECEB�) and additional attitudinal questions were electronically distributed, via program directors, to athletic training students (ATS) in CAATE accredited athletic training professional programs. Responses from 279 ATS participants were analyzed based on ATS/preceptor clinical dyad (same/ opposite sex), and demographic factors for each of the electronic survey items. Findings did not reveal significant differences in ATS effective clinical educator ratings of their current clinical instructors based on dyad composition or on preceptor sex. Regardless of dyad, however, participant ratings of current preceptors fell into the desirable range for only 1 of 4 SECEB subcategories and only 7 of 20 individual items. When considering ATS expectations of ideal effective clinical educator ratings, females had significantly higher expectations for behaviors that give information and ask questions. Additionally, intradyad comparisons revealed that ATS experiences are rated significantly lower than ideal expectations in all four SECEB subcategories and 19 of 20 items. Furthermore, findings indicated that ATS value preceptor physical presence in the clinical learning environment less than other effective clinical educator behaviors. Conclusions are discussed in the context of preceptor preparation, role theory, culture and mentoring relationships. Key policy implications regarding preceptor qualification and preparation, and terminology; practice implications related to programmatic assessment and preceptor behavior modification; and research implications for preceptor preparation, mentorship, graduate education, and preceptor attitudes are discussed and recommendations are provided.
Advisors/Committee Members: Moore, Tami L. (advisor), Kearney, Kerri S. (committee member), Wanger, Stephen P. (committee member), O'Brien, Matthew S. (committee member).

► Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student…
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▼ Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students� background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college.Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression.The researcher finds that students� enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma�s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance.These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students� pre-college performance.
Advisors/Committee Members: Wanger, Stephen P. (advisor), Mendez, Jesse P (committee member), Moore, Tami L (committee member), Romans, John S (committee member).

► Although there is a growing body of knowledge concerning service-learning in professional nursing education, nursing research reports minimal studies that sufficiently address the effects of…
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▼ Although there is a growing body of knowledge concerning service-learning in professional nursing education, nursing research reports minimal studies that sufficiently address the effects of service-learning strategies on baccalaureate nursing alumni in promoting self-efficacy toward long-term civic engagement or development of professional practice. The purpose of this predictive, correlational study was to determine if a relationship existed between participation in the service-learning experience and self-efficacy toward civic engagement as a long-term outcome of professional nursing education and the development of professional practice in nursing alumni. Spearman's Rho was used to correlate the independent variable of service-learning with the dependent variables of civic engagement and professional practice. Multiple regression analysis indicated that service-learning had less than a 4% effect on civic engagement attitudes and a 6% effect on community service hours (behavior). The Social Cognitive Theory, specifically self-efficacy coupled with the construct of practical reasoning provided framework for the study. Results concluded that service-learning had a low to moderate relationship with both long-term civic engagement and the development of professional nursing practice.
Advisors/Committee Members: Moore, Tami L. (advisor), Wanger, Stephen P. (committee member), Mwavita, Mwarumba (committee member), Self, MaryJo (committee member).

► As student retention, persistence, and degree completion became "hot topics" in higher education, research on the influence from academic advising models and practices emerged. However,…
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▼ As student retention, persistence, and degree completion became "hot topics" in higher education, research on the influence from academic advising models and practices emerged. However, there is little research on faculty advisor perceptions of models, specifically at small, Christian universities. Such information improves academic advising and, in turn, retention, persistence, and degree completion at these institutions. Consequently, the purpose of the study was to explore faculty perceptions of the strengths and challenges of current systems of academic advising at small, Christian universities.This case study was conducted at three Christian universities and resulted in numerous findings for the individual institutions and as a collective case study. The four findings from the first institution were that faculty advisors knew their institution, industries, and students very well, but were busy with several responsibilities, saw the function and process of academic advising as different from that of enrollment, and were not engaged in general education courses. The first two findings from the second institution were that faculty accessibility and good customer service were vital aspects of effective academic advising and that personal relationships among faculty advisors and advisees contributed to student success. The second two findings were that FERPA slowed down the advising and customer service processes for students and that faculty advisors were busy and had little time or ability to advise students. The three findings at the third institution were that faculty advisors enjoyed interacting with their student advisees and wanted to know them well and help them succeed. They also felt limited by the technological systems that they used to enroll students and had many responsibilities that left little time for academic advising.Thus, the two findings for the collective case study consisted of one perceived strength and one perceived challenge. The perceived strength was that faculty advisors knew their students and enjoyed interacting with them, while the perceived challenge was that they were busy with multiple responsibilities and did not have the amount of time they wanted or needed to advise their students.
Advisors/Committee Members: Kearney, Kerri S. (advisor), Krumm, Bernita (committee member), Self, Mary Jo (committee member), Wanger, Stephen (committee member).

► In April 2012 the OklahomaState Regents for Higher Education revised the funding formula for public higher education institutions to include a performance funding component.…
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▼ In April 2012 the OklahomaState Regents for Higher Education revised the funding formula for public higher education institutions to include a performance funding component. Although performance funding is widely implemented by states as a mechanism for promoting increased production of degrees by public colleges and universities, the research literature suggests that performance funding is largely ineffective as a mechanism for increasing the number of degrees granted. In states with performance funding policies, higher education institutions made intermediate institutional changes in response to performance funding but those changes did not result in significant increases in the number of degrees awarded. Studies also raised concerns about unintended effects of performance funding that restrict admissions or reduce academic quality. This dissertation explored the responses of Oklahoma public community colleges to the implementation of formula-based performance funding, as perceived by community college mid-level administrators. This qualitative study utilized interviews with mid-level administrators and review of public documents and applies a complexity theory lens to explore responses to formula-based performance funding in three public community colleges. The study found that participants associated formula-based performance funding with demands for increased graduation numbers and Oklahoma public community colleges are responding to formula-based performance funding with efforts intended to increase retention and graduation of students. Subsequent to the implementation of formula-based performance funding, two of the colleges in the study adopted revised mission statements that emphasize degree completion. Although participants acknowledged the value of performance funding as an accountability mechanism, they expressed concern that performance-funding could contribute to changes that might lower academic quality and restrict the community college mission. Recommendations for further research and implications for practice to protect academic quality and mission of the community college are presented.
Advisors/Committee Members: Wanger, Stephen P. (advisor), Kearney, Kerri (committee member), Mendez, Jesse P. (committee member), Fry, Pamela (committee member).

► This study used a mixed methods design. The quantitative method used was a repeated measures design. The qualitative methods used were observations and participants reflections.…
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▼ This study used a mixed methods design. The quantitative method used was a repeated measures design. The qualitative methods used were observations and participants reflections. The purpose of the study was to determine the impact of a training program for instructional leadership on the instructional leadership behaviors of Belizean primary school principals, specifically monitoring the curriculum and instruction, monitoring student progress, and supervision and support of teachers. Findings and Conclusions: The results of the study supported the null hypothesizes which stated that the training program would have no effect on principals' instructional leadership behavior as perceived by teachers. The results showed that there were no statistically significant difference in the pre- and posttest means. However, the results showed that in individual schools there were some differences. In school 17, the results showed that the training program had an effect on the principal's instructional behavior as perceived by the teachers, with posttest results exceeding pretest. For School 18 there was statistical significance in the manner teachers perceived their principal after the training in the overall assessment and in each of the four subscales, but in this school, the pretest score was significantly higher than the posttest score, a negative result. For schools one and five the planning subscale showed that principals in these schools appeared to have improved in planning but not in other areas. All of the principals complained that time was a factor that kept them back from implementing the strategies and skills shared. Recommendations: For the instructional leadership model to work in Belize, principals would need intensive training and support, and concepts of time management and delegation would need to be included in the training. All stakeholders in education would need to recognize that the role of the principal as an instructional leader is essential and every effort must be made to make sure that principals are able to spend more time in the classrooms and less time in the office.There is the need to put an end to the one- shot training workshops and link the goals of the workshops to the goals and objectives of the MOE&Y.
Advisors/Committee Members: Harris, Edward L. (advisor), Krumm, Bernita (committee member), Wanger, Stephen P. (committee member), Mwarumba, Mwavita (committee member).

► As students transition from one phase of the education pipeline to the next, support programs are often put in place to make the transition and…
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▼ As students transition from one phase of the education pipeline to the next, support programs are often put in place to make the transition and onboarding process as smooth as possible. While support programs for first-year students entering college directly from high school are common place at most institutions, onboarding practices for transfer students entering institutions are less consistent. The purpose of this study is to explore the onboarding experiences of transfer students as they prepare to begin coursework at a new university. This case study will be conducted at a Metropolitan institution with a student population that is historically comprised of a large number of transfer students.
Advisors/Committee Members: Kearney, Kerri Shultz (advisor), Moore, Tami L. (committee member), Wanger, Stephen P. (committee member), Cole, Ki (committee member).

► AbstractDue to funding diminishment from traditional sources, many insurance and risk management undergraduate degree programs have turned to alternative funding resources in order to survive.…
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▼ AbstractDue to funding diminishment from traditional sources, many insurance and risk management undergraduate degree programs have turned to alternative funding resources in order to survive. This qualitative multi-case study interviewed key participants (college faculty, department chairs, and deans) in three insurance and risk management programs in order to identify the effects of systemic budget constraints and alternative public and/or private funding strategies and resources that were being utilized. Additionally, the collected data were analyzed to evaluate the appropriateness of Bess and Dee's Models of Organization - Environment Relations to an undergraduate insurance and risk management degree program. Their model incorporates organizational theories (resource dependency theory, contingency theory, institutional theory, population ecology theory, niche theory, and the random transformation model) to explicate policies and practices in higher education institutional organizations. Interview participants confirmed the effects of the funding decline, with the most significant impact being on faculty engagement. Alternative funding strategies were identified and categorized by the source of funds. An analysis of the majority of collected data indicated an alignment with contingency theory in all three programs. In exploring the efficacy of Bess and Dee's Models of Organization - Environment Relations (2012), this theoretical construct was evaluated for contextual appropriateness. This study proposed that this theoretical model may have value for consideration in evaluating an undergraduate insurance and risk management program's relationship with its external insurance stakeholders and donors. Keywords: insurance and risk management undergraduate degree programs; alternative funding; Models of Organization - Environment Relations; organizational theories
Advisors/Committee Members: Wanger, Stephen (advisor), Mendez, Jesse (committee member), Kearney, Kerri (committee member), Ausburn, Lynna Joyce (committee member).

Arnold, A. G. (2014). Alternative Funding Strategies and Resources for the Development of Undergraduate Insurance and Risk Management Programs: Exploring the Efficacy of a Theoretical Model. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/25633

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arnold, Allen George. “Alternative Funding Strategies and Resources for the Development of Undergraduate Insurance and Risk Management Programs: Exploring the Efficacy of a Theoretical Model.” 2014. Thesis, Oklahoma State University. Accessed September 15, 2019.
http://hdl.handle.net/11244/25633.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arnold, Allen George. “Alternative Funding Strategies and Resources for the Development of Undergraduate Insurance and Risk Management Programs: Exploring the Efficacy of a Theoretical Model.” 2014. Web. 15 Sep 2019.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arnold AG. Alternative Funding Strategies and Resources for the Development of Undergraduate Insurance and Risk Management Programs: Exploring the Efficacy of a Theoretical Model. [Thesis]. Oklahoma State University; 2014. Available from: http://hdl.handle.net/11244/25633

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Colleges and universities currently face challenges in the form of calls for increased accountability, clear economic outcomes and return on investments in education. These challenges…
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▼ Colleges and universities currently face challenges in the form of calls for increased accountability, clear economic outcomes and return on investments in education. These challenges emanate from many sectors, including students and families, employers in industry, and state and federal governments. The language of these calls for accountability and return on investment comprise a neoliberal rhetoric that posits education as a tool for economic development and prosperity, often at the expense of the more traditional purpose of higher education. This study explores this rhetoric at the federal level, as manifested in commencement addresses delivered by President Barack Obama, Vice President Joe Biden, Secretary of Education Arne Duncan, Under Secretary of Education Martha Kanter, and Deputy Secretary of Education Tony Miller, from 2009 to 2012. The study examines to what extent neoliberal ideology shapes the rhetoric. This study also examines whether the discourse creates an ideal to which institutions must aspire. Study findings reveal a liminal rhetoric that embraces the traditional and neoliberal agendas for higher education, and an ideal that also combines traditional and neoliberal ideologies.
Advisors/Committee Members: Moore, Tami L. (advisor), Wanger, Stephen P. (advisor), Mendez, Jesse Perez (committee member), Bailey, Lucy E. (committee member).

► As student retention, persistence, and degree completion became "hot topics" in higher education, research on the influence from academic advising models and practices emerged. However,…
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▼ As student retention, persistence, and degree completion became "hot topics" in higher education, research on the influence from academic advising models and practices emerged. However, there is little research on faculty advisor perceptions of models, specifically at small, Christian universities. Such information improves academic advising and, in turn, retention, persistence, and degree completion at these institutions. Consequently, the purpose of the study was to explore faculty perceptions of the strengths and challenges of current systems of academic advising at small, Christian universities.This case study was conducted at three Christian universities and resulted in numerous findings for the individual institutions and as a collective case study. The four findings from the first institution were that faculty advisors knew their institution, industries, and students very well, but were busy with several responsibilities, saw the function and process of academic advising as different from that of enrollment, and were not engaged in general education courses. The first two findings from the second institution were that faculty accessibility and good customer service were vital aspects of effective academic advising and that personal relationships among faculty advisors and advisees contributed to student success. The second two findings were that FERPA slowed down the advising and customer service processes for students and that faculty advisors were busy and had little time or ability to advise students. The three findings at the third institution were that faculty advisors enjoyed interacting with their student advisees and wanted to know them well and help them succeed. They also felt limited by the technological systems that they used to enroll students and had many responsibilities that left little time for academic advising.Thus, the two findings for the collective case study consisted of one perceived strength and one perceived challenge. The perceived strength was that faculty advisors knew their students and enjoyed interacting with them, while the perceived challenge was that they were busy with multiple responsibilities and did not have the amount of time they wanted or needed to advise their students.
Advisors/Committee Members: Kearney, Kerri S. (advisor), Krumm, Bernita (committee member), Self, Mary Jo (committee member), Wanger, Stephen (committee member).

► The purpose of this study was to examine three-components of organizational commitment (affective, continuance and normative) relative to the career stages (age, organizational tenure and…
(more)

▼ The purpose of this study was to examine three-components of organizational commitment (affective, continuance and normative) relative to the career stages (age, organizational tenure and positional tenure) of college and university presidential assistants in both public and private higher education institutions in the United States. This study examined the ability of career stages (age, organizational tenure and positional tenure) to predict the commitment levels (affective, continuance and normative) reported by presidential assistants. Organizational commitment theory provided the framework for this study, with the Three-Component Model (TCM) of organizational commitment developed by Meyer and Allen (1991). Building upon the work of Allen and Meyer (1993), this study employed the TCM to collect the respondent's commitment levels to the institution where he or she was currently employed. The study further supported the reliability of the instrument with the new population, as well as, confirmed that career stages have a positive relationship with the three-component commitment of presidential assistants. These career stages were also found to predict presidential assistants' commitment levels to their current institution.
Advisors/Committee Members: Harris, Edward (advisor), Wanger, Stephen P. (committee member), Stern, A. Kenneth (committee member), Leong, Jerrold (committee member).

…housed on the OklahomaStateUniversity server managed the collected data from the survey…

► The purpose of this Q methodological study was to explore the views of three groups of graduate students concerning the Anglo Saxon model of the…
(more)

▼ The purpose of this Q methodological study was to explore the views of three groups of graduate students concerning the Anglo Saxon model of the research university. A review of relevant literature revealed that current global competition among higher education institutions has pushed universities to look for successful models in order to position themselves in the local, national, and global markets. In that context, the key elements or characteristics of Anglo Saxon research universities are increasingly being adopted, completely or partially, by non-Anglo Saxon institutions. The review of the literature revealed that students' views of the key elements have neither been explored nor considered in the adoption/adaptation processes. This study explored students' subjective values of six key elements of the model. Five elements were those included in the emerging model proposed by Wanger, Azizova and Wang (2009) and Wang and Wanger (2011). An additional element, recurrent in the review of literature, was added for its empirical exploration. The review of the discourse, in the literature and online, on the Anglo Saxon model of the research university served to construct a 36 statement Q set that was sorted twice by 60 graduate students (20 American, 20 Mexican, and 20 international students). Demographic information was collected including age, gender, ethnicity, and years in current academic program. Analysis of the results was conducted with the use of PQMethod software. Volunteer post-sorting interviews helped inform the discussion of the results. A first-order factor analysis was conducted to describe the views within each group. A second-order factor analysis was conducted to determine how the within group views aligned across the three groups. A three factor solution was interpreted to be knowledge driven, money driven, and scholarly driven. Findings suggested that knowledge driven students value graduate education primarily for the sake of knowledge; that money driven students value graduate education mostly in terms of economic advancement; and that scholarly driven students value graduate education with regards to research.
Advisors/Committee Members: Wanger, Stephen P. (advisor), Kearney, Kerri Shultz (committee member), Blum, Denise F. (committee member), Perkins, Stephen M. (committee member).

…StateUniversity. The researcher started the research project after IRB
granted approval (… …research protocol was submitted to the Institutional Review Board (IRB) at
Oklahoma…

Apanecatl-ibarra, E. (2016). Exploring the Views of American, International, and Mexican Students of the Anglo Saxon Model of the Research University: A Q Methodology Study. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/48777

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Apanecatl-ibarra, Edgar. “Exploring the Views of American, International, and Mexican Students of the Anglo Saxon Model of the Research University: A Q Methodology Study.” 2016. Thesis, Oklahoma State University. Accessed September 15, 2019.
http://hdl.handle.net/11244/48777.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Apanecatl-ibarra, Edgar. “Exploring the Views of American, International, and Mexican Students of the Anglo Saxon Model of the Research University: A Q Methodology Study.” 2016. Web. 15 Sep 2019.

Vancouver:

Apanecatl-ibarra E. Exploring the Views of American, International, and Mexican Students of the Anglo Saxon Model of the Research University: A Q Methodology Study. [Internet] [Thesis]. Oklahoma State University; 2016. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11244/48777.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Apanecatl-ibarra E. Exploring the Views of American, International, and Mexican Students of the Anglo Saxon Model of the Research University: A Q Methodology Study. [Thesis]. Oklahoma State University; 2016. Available from: http://hdl.handle.net/11244/48777

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The findings from this study were that the Native student leaders in Native student organization (NSO) have been impacted by their experiences in ways that…
(more)

▼ The findings from this study were that the Native student leaders in Native student organization (NSO) have been impacted by their experiences in ways that were rewarding, supportive and increased participation. The benefits found from being in a NSO included communicating and networking, building a community on campus, representing Native students on campus, and being a role model. The barriers that the Native student leaders saw was transitioning into leadership, miscommunication, membership, and time required to be in a leadership position. The students also provided insight in the impact on motivation to continue to pursue a degree and on their definition of leadership through their Native student leadership experiences. What also arose from the voices of Native students were the observations they had of Indigenous leadership in the NSO and in general. The Native student leaders had every intention of giving back to their home communities and universities in the form of mentoring younger Native students, recruiting and increasing Native visibility in their respective profession, and building leadership and general skills to give back to the community and profession. Lastly, the Native student leaders were asked to describe important characteristics and values necessary for a Native student leader to have in a university and tribal setting. the values and characteristics found were the same in being committed, proactive, respectful and humble in both settings with exception to the university setting where Native student leaders thought it was important to be open minded. When the Native students described Indigenous leadership, the overarching descriptive terms that arose were commitment, community and cooperation.
Advisors/Committee Members: Wanger, Stephen P. (advisor), Krumm, Bernita (committee member), Moore, Tami (committee member), Dorton Clark, Julz (committee member).